Using the SNAP Curriculum
Each curriculum is intended to be conducted as an informal chat session in the natural
setting where the skill will be used. Look for teaching moments when review of a subject
such as "Hygiene Manners" (Hygiene) or "Interpreting What People Say" (Communication)
would be appropriate, even while in the community. Each curriculum can be presented in
approximately 10 minute segments.

View a short You Tube video where John explains the curriculum in his own
eloquent way:

You Tube SNAP Curriculum Video


Create a task analysis - public transit, for example. One task is knowing how to handle a
situation such as having gotten off the bus at the wrong location.

Related SNAP curriculum includes, but is not limited to:

Personal Safety - Know Your Address, Know Your Phone Number, Safety Awareness, Calling
The 911 Emergency Number

Community Surroundings - Where Am I?, Street Names and Numbers

Stranger Awareness - What Is A Stranger? Can I Talk To A Stranger? Friends and

Communication - How Do I Tell People What I Want (Assertive Communication), How Do I
Tell People What I Don't Want (Assertive Communication), Making Choices, Consequences

Emotions - Dealing With Emotions, Developing A Self Control Plan.

That's a minimum of 15 applicable curriculum to one task.

Just before entering a store to go shopping might be an appropriate time to review Social
Skills - Stealing. Relaxation - Self Relaxation Techniques - might be a good review while at a
quiet community park. Vocational - What Kind Of Job Do I Want? - is a good review while
visiting a variety of community facilities. Community Surroundings - Street Names and
Numbers - is essential to knowing where you are in the community, and is best learned out
in the community, not in a classroom.

Remember that success is based on performance of the skills discussed in the curriculum.
Giving you the right answers in a discussion setting is one thing, demonstrating the proper
behavior/skill in a natural setting, such as in the community, is another thing.

It is assumed that staff will add their own personal experience to the written material,
however all staff will be talking to clients using the same base of information.

Flash Cards

Green cards indicate very basic concepts
Yellow cards indicate more advanced concepts
Blue cards indicate no distinction in level of concept

There are flash cards included with 9 of the curriculum topics. The cards are to stimulate
participation in the discussion by clients. For example, the flash cards included with
Emotions include:


Recognizing Emotions. (front) You really need to go to the bathroom. (back) Uncomfortable.


Recognizing Emotions. (front) You've been offered the choice of working to make money or
going to your favorite store in the community. (back) Undecided.

Once you help a person identify and label their emotion, then you can help them learn to deal
with that emotion.

Why Adult Curriculum?

Adults are not children. An attitude that interferes with seeing adults with developmental
disabilities as independent individuals comes from the societal perception that these adults
are children who prefer toys and games. This allows the view of them as children, thus
limiting expectations, and it shapes their perception of themselves as dependent children. It
should not be said that "they" prefer to be treated as children unless "they" have been
presented with an array of age appropriate options and have been rewarded for their

This material should not be considered the final word in how to approach any given situation.
It is a guideline and is easily adaptable to populations such as teenagers who are ready to
transition from school to the community.
(C) John Meyers 2003, 2010